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Peer? Expert? Teacher leaders struggle to gain trust while establishing their expertise
Author:  M. Mangin, S.R. Stoelinga
Title/Position: Melinda Mangin is assistant professor of education leadership at Rutgers. Sara Ray Stoelinga is senior director at the Urban Education Institute and associate clinical professor with the Committee on Education at the University of Chicago.
Location of Exemplar:  Oxford, OHIO
School/District/Organization: Learning Forward
Format:  article
The Exemplar will be most useful for: Supporting Teacher Leaders at Your School
Mangin and Stoeling address the question: How can a paradigm shift in school culture allow for teacher leadership that supports the emerging and diverse needs of students and teachers? They posit that the nonsupervisory nature of the teacher leader role creates a paradoxical challenge for the teacher leader and that, for instructional improvement to occur in a school, the teacher leader's expert knowledge must be at the center of the work. The authors recommend three shifts. First, if peer relationships evolve so that teacher leaders are recognized for their expertise, these teacher leaders will be able to better facilitate collaborative learning among different teacher groups. Second, teacher leaders can work to develop the skills necessary for assessing instructional practices and leading conversations about constructive feedback and continuous improvement. The third shift surrounds creating a supportive school climate that embraces job-embedded collaboration and encourages analysis of data, research, and strategies to increase student learning.

Margin, M, & Stoelinga, S. (2011). Peer? Expert? Teacher leaders struggle to gain trust while establishing their expertise. Journal of staff development, 32(3), 48-51.
Link to Exemplar:  https://blogs.uchicago.edu/uei/teachers_leaders/peer_expert_teacher_leaders_st.shtml
Domains: domain 3
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